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Martina,
I like how you are connecting an area that the children are confident and familiar with (the clothing for different weathers/seasons) to how animals stay warm. This lets the children incorporate their own understanding to the topics of heat and of living things.
This can be a light touch, since the Primary Science Curriculum has little to say on how animals are adapted to different environments, for Infants it has:
- become aware of animals and plants of other environments
and
- become aware that animals and plants undergo seasonal change in appearance or behaviour
Lauryn,
allow plenty of time for this activity, it is one we are very familiar with at Blackrock Castle, and it takes time for the children to work out where best to place the straw and how little tape is needed to attach it to the balloon.
If the straw is a bit off centre, the balloon whizzes in a circle rather than gliding elegantly along the string. We’ve also discovered that fishing line is the best string for us. It is smooth and strong and can be pulled very taut.
Daniel,
if the children learn why a thing (in this case, why the balloon didn’t pop) happens as a result of an activity, then that activity is a great starter for a deeper inquiry. In the inquiry activity that is child-centred, they can use their understanding to make predictions, observe results and then verify their own science knowledge.
In the case of Balloon Kebabs, with an older class you might share a version of these theories as to why it works, and ask them to work out a way to verify which is true:
Physics to Go #12
Balloon kebabs
1… Most of the balloon is stretched evenly, but there
are two points where it is less stretched, and where the
surface tension is at its lowest: the tied section and the
darker patch at the opposite end of the balloon. Most of
the balloon is under high tension, so attempting to push
the skewer through just makes the balloon pop. However,
at the low tension sections it is possible to make a small
hole without breaking the overall surface of the balloon.
2… You have to use a special type of kebab skewer
to make this trick work. Because these skewers are made
of bamboo, they secrete a very thin layer of oil. When this
oil comes into contact with the balloon, it reinforces the
surface making it stronger and enabling us to make a hole
without popping it.
3.… This trick only works if you do it really slowly.
By pushing the skewers very slowly into the balloon, the
molecules that make up the rubber of the balloon don’t
notice its presence. The skewer can therefore slip past the
molecules, making a hole before they have a chance to
react and make the balloon pop.Source: https://www.iop.org/sites/default/files/2020-01/WI-physics-activity-pack.pdf
I couldn’t find Balloon Kebab on Marvin and Milo, but did find it in Physics to Go, where it is no. 12.
Hi Mags,
did you know that you can add a space twist to growing plants with this ESA Education Resource:
and it comes with a supporting video
https://youtu.be/YpGdgY-eCXI?si=gQPDFB1I_E-VI3Pp
There is also a challenge with Astrocrops, where plants are grown from seed.
For children to use the inquiry process in this investigation they would need to have some background understanding, so that they can make testable questions and improve their understanding. You might do this by having a class plant, and they might notice that it doesn’t look as healthy if they forget to water it, or that leaves that are away from the window look paler etc.
Daniel,
is slime still popular? There was a while when it was all the rage, and used borax or contact lens cleaning solution with the glue and glitter.
Another variant is the cornflour goop – not quite slime, but very satisfying to make and inexpensive too.
Lauryn,
when we run our workshop on Astrobiology, we often start by asking children how they know if something is alive. Sometimes we share some images and ask if each of these items are alive.
This can be tricky, and really gets the children talking.
Hi Catherine,
Static Electricity is a great topic for 1st/2nd class (and addresses :Energy and forces >Magnetism and electricity • explore the effects of static electricity) and it is explored in this Curious Minds Junior class resource:
https://www.sfi.ie/site-files/primary-science/media/pdfs/col/static_electricity_activity.pdf
and in Irish: https://www.sfi.ie/site-files/primary-science/media/pdfs/col/static_electricity_activity_irish.pdf
I don’t think you need magnets, and, as you have said, the balloon will stick best on a dry, non-humid day.
I wasn’t too sure what the soft drink can was going to be used for, but found this explanation: https://www.experimentarchive.com/experiments/rolling-static-soda-can/
I’d be careful on the language used, electrons are only mentioned in the teacher’s glossary. Charges themselves are a tricky enough concept. The charges will balance on a humid day more quickly, since water molecules in the atmosphere are able to neutralise charges.
Emer,
this activity naturally lends itself to a discussion of fair testing. The children can predict if one liquid will more of an effect than another, based on their experience and understanding. If they find another liquid has a greater effect, they might discuss if the test was ‘fair’. Were all the egg shells the same thickness at the start? Were the jars kept in the same conditions, was the same amount of liquid added etc.
The next step arises perfectly from the activity.
Niamh,
I like the suggestion of prediction a duration. This lets the children rank the melting in time order, based on their understanding of how a heat source can reach all of the ice.
I wonder did any children predict that chipping away at the ice would be the fastest?
Dawn,
as you create this wealth of resources, don’t forget the two enormous resources that we have shared in the course:
UNAWE’s Universe in a Box (https://www.unawe.org/resources/universebox/)
ESA’s ISS Primary Education Kit (https://www.esa.int/Science_Exploration/Human_and_Robotic_Exploration/Education/Primary_level_ISS_Education_Kit_-_download)
with just those two you’d have something for most classes.
Orla,
you have really linked the science content that the children can discover with the activities you have planned. Did you know we have better maps of Mars than the Earth? This is because all of Mars is visible from space, but oceans cover up much of the Earth.
This planetary map may be useful for your class:
Children’s Planetary Maps: Mars | astroEDU (iau.org)
The activity that accompanies the map is presented at a slightly too high a level for a junior class, but the children might design a flag for Mars.
Harriet,
your plan has something for everyone – thanks for sharing it. May we include it in our end of course summary?
Have you a source for the Irish space words? This short video made for Reel Life has some:
Niamh,
the magic bag is lovely, and you can also use this opportunity to use words related to the materials. The Pass the Parcel activity and in Irish from Curious Minds has a list of category words that could be adapted for this.
Dawn,
Weather watching is a great example of observing gradual change, and identified as such in the Science skills for young children. 1st and 2nd class are expected to “measure and compare temperatures in different places in the classroom, school and environment. ” with older children looking at the reasons for this variation.
ESA Kids has this article about weather satellites:
ESA – Space for Kids – New weather satellite takes spectacular photos of planet Earth
and Climate Detectives includes this guide to making weather measurements: PR48_Nose_up_high_in_the_sky.pdf (esa.int)
Met Eireann have some really nice resources, including this site with measurements from across Ireland.
Weather Observations Website – Met Éireann | Weather Observations Website – Met Éireann
This could make an interesting exploration of data, and how temperature changes over the year.
Here is today’s temperatures vs January 13th’s
Leeanne,
Curious Mind has offered whole school CPD for a number of years, has your school availed of it?
You can sign up for 3 by 2 hour sessions, with a face to face facilitator (if one is available in your area) or online.
Schools have reported these to have a significant impact on teacher confidence and children’s Science learning.
https://www.sfi.ie/engagement/curious-minds/professional-development-for-teachers/